Complete all of the questions for Oedipus / lines 1-125 that follow. Yes, you have to the complete the paragraph response question as well (but of course!)This assignment is due the next time we meet for a block. That means that you have five days to work on it. There is no substitution for effort. Do a little bit each day and it won't feel like a lot. We talked about all of these questions in class. Every... single... one... If you took notes (as you should have), this should be a breeze. If you did not, then you had better start.
REMINDER: VOCABULARY TEST THIS FRIDAY!!! SCROLL DOWN FOR STUDY TIPS!!
You can write directly on your worksheet, but here are the Qs for those students who were absent or "lost" their sheet:
1. What news does the Priest of Zeus bring to Oedipus at the royal palace of Thebes?
2. Sight and blindness are important motifs in the play. Locate seven references to sight in the first two pages. Write the sentences and line numbers.
3. Why might it be important to consider ideas about hubris as we read?
4. Why and how might themes explored in ancient Greek myth be related to Oedipus’ myth?
5. Why does the Priest of Zeus call on Oedipus for help?
6. How does Oedipus perceive himself as a leader?
7. Sophocles’ audience would have known Oedipus’ myth well. How then, could Oedipus’ greatness be interpreted as his tragic harbinger? (Dramatic irony)
8. What are some similarities and differences in character between Oedipus and the Priest of Zeus?
9. What are some similarities and differences in character between Oedipus and Creon?
10. On reflecting over Oedipus’ first lines (1-10), what is your sense of Oedipus as a leader?
11. Which lines reveal elements of tension and suspense? (Exposition -----Rising Action)
12. What is your understanding of Oedipus’ sense of compassion?
13. Which three sentences of Oedipus’ dialogue do you deem the most important and why do you say so?
14. Which three sentences of Creon’s dialogue do you deem the most important and why do you say so?
15. Setting:
Time________________________________________________
What kind of world does Oedipus inhabit?
Place________________________________________________
How do the people of Thebes perceive Oedipus?
Circumstance__________________________________________
What are the major conflicts and tensions so far?
THEMATIC STATEMENT RESPONSE:(3 paragraphs / ON LOOSELEAF) “It is insight, not eyesight, which holds the key to the truth, and without it, no amount of knowledge can uncover that truth. Our capability for knowledge is vast but limited. Our powers of intellect and insight are remarkable, yet unreliable.”
a) interpret and explain
b) real life application
c) what these ideas mean to/for Oedipus
*Use the word web method as a brainstorm/prewrite
*Paragraphs should be 5-9 sentences and must include topic sentences.
What counts, you ask? Everything... including, but not limited to:
- spelling
- grammar
- punctuation
- content (meaning)-- did you answer the question?
- complete sentences
- vocabulary
Welcome to sophomore year.
Wednesday, September 30, 2009
Tuesday, September 29, 2009
VOCABULARY TEST THIS FRIDAY!! (10/2)
We will have our first official vocabulary test this Friday. Your homework is to study the words from unit one. Practice the index card study methods we used in class to best prepare. I would say that if you study for 15-20 a day over the next couple of days, you would most likely know all of your words! If you need to study more than that, then do so!
*
- Know the definitions
- Know (and understand why) the parts of speech
- Be able to properly use the word in a complete sentence (with context clues)
- Spelling counts (always, and of course!)
- Know the synonyms
- Know the antonyms
*
- Know the definitions
- Know (and understand why) the parts of speech
- Be able to properly use the word in a complete sentence (with context clues)
- Spelling counts (always, and of course!)
- Know the synonyms
- Know the antonyms
Saturday, September 26, 2009
HW 9/25
This homework has three steps:
1. Highlight context clues in the sentence completions section of your vocabulary packet.
2. Come up with a telling phrase for each of the words. Use the vocabulary word in the phrase. Write these phrases in your notebooks. EX: Right to comandeer, cumbersome shopping bags, frustrating deadlock, scattered debris, liquid diffused.
3. Write a sentence about power and control for each word. Sentences can be funny, but they have to make sense. Highlight your telling phrases. Write these sentences in your notebook. Ex: The police officer commandeered my car because he needed a vehicle to catch a crook.
1. Highlight context clues in the sentence completions section of your vocabulary packet.
2. Come up with a telling phrase for each of the words. Use the vocabulary word in the phrase. Write these phrases in your notebooks. EX: Right to comandeer, cumbersome shopping bags, frustrating deadlock, scattered debris, liquid diffused.
3. Write a sentence about power and control for each word. Sentences can be funny, but they have to make sense. Highlight your telling phrases. Write these sentences in your notebook. Ex: The police officer commandeered my car because he needed a vehicle to catch a crook.
Saturday, September 19, 2009
9/18 Homework
Vocabulary Study Cards / Unit I
Complete study cards for all 20 words listed on the packet handed out in class.
On the front of the card, write:
- The word (spelled out correctly and clearly)
- The part(s) of speech
- A visual representation of the meaning of the word (draw a picture to help you remember the meaning!)
- Your name, period, due date, period you have English
- The number that corresponds to the word
On the back of the card, write:
- the definition, as it is presented on the packet
- an original sentence (use the given sentence as a model, but do not copy it)
- synonyms listed (if any)
- anytonyms listed (if any)
Complete study cards for all 20 words listed on the packet handed out in class.
On the front of the card, write:
- The word (spelled out correctly and clearly)
- The part(s) of speech
- A visual representation of the meaning of the word (draw a picture to help you remember the meaning!)
- Your name, period, due date, period you have English
- The number that corresponds to the word
On the back of the card, write:
- the definition, as it is presented on the packet
- an original sentence (use the given sentence as a model, but do not copy it)
- synonyms listed (if any)
- anytonyms listed (if any)
Wednesday, September 16, 2009
9/16 - 9/17 Homework
Compose draft 2 of your Introduction to Greek Mythology analysis paper. This is the paper I returned to you in class today. Draft 2 must include new ideas and information drawn from all three of the following:
a) the comments and/or questions I wrote on your paper
b) the notes you took during presentations today and the information you learned as you worked on your presentation
c) pertinent information from your reading of Prometheus and Io
Draft 2 must be submitted with draft 1. Staple draft two to the top of draft one and label it "draft 2" in your heading.
Writing = Thinking
Happy writing!
a) the comments and/or questions I wrote on your paper
b) the notes you took during presentations today and the information you learned as you worked on your presentation
c) pertinent information from your reading of Prometheus and Io
Draft 2 must be submitted with draft 1. Staple draft two to the top of draft one and label it "draft 2" in your heading.
Writing = Thinking
Happy writing!
Monday, September 14, 2009
9/14 Homework
Prometheus & Io
Write a paragraph response for each question that follows. Do not rewrite the question. Instead, rephrase it in your response. This is a notebook assignment.
1. Based on what you know about Prometheus’ background, and what you learned from this myth, write your personal response to the following statement:
“Prometheus is a rebel against injustice and the authority of power.”
2. In what ways do Prometheus and Io share a common injustice?
3. What does the myth reveal about Zeus’ character?
4. What does the myth reveal about Hera’s character?
5. What does the myth reveal about the relationship between Zeus and Hera?
Write a paragraph response for each question that follows. Do not rewrite the question. Instead, rephrase it in your response. This is a notebook assignment.
1. Based on what you know about Prometheus’ background, and what you learned from this myth, write your personal response to the following statement:
“Prometheus is a rebel against injustice and the authority of power.”
2. In what ways do Prometheus and Io share a common injustice?
3. What does the myth reveal about Zeus’ character?
4. What does the myth reveal about Hera’s character?
5. What does the myth reveal about the relationship between Zeus and Hera?
Saturday, September 12, 2009
9/11/09 Homework
Read the entire mythology packet: The Gods, the Creation, and the Earliest Heroes. Always annotate as you read. When you finish reading, write a one page analysis of a character or an aspect of Greek myth that you find interesting. Use my analysis of Zeus as a model for your writing:
- Always use a thesaurus and replace elementary words with sophisticated
vocabulary
- One page is the MINIMUM required to make a thorough analysis
- Type is nice, but not a requirement
- This is a personal response analysis, so writing in first-person is ok
- Always organize your ideas into paragraphs with topic sentences
REVIEW of "ANALYZE"
Here are some of the synonymous words and phrases we went over for the word Analyze. Add any new words to your "Analyze Web":
When you analyze, you:
IDENTIFY
SORT OUT
TEST
SCRUTINIZE
FIGURE OUT
EVALUATE
QUESTION
PROBE
ESTIMATE
EXPLORE
X-RAY
BREAK DOWN
INVESTIGATE
CONSIDER
KICK AROUND
BREAK UP
RESOLVE
SEPARATE
STUDY
GET DOWN TO IT
SPELL OUT
HASH OUT
INTERPRET
EXAMINE
DETERMINE
JUDGE
ASSAY
BEAT A DEAD HORSE
CHEW OVER
RESOLVE
DECOMPOSE
DETERMINE
DISINTEGRATE
DISSECT
DISSOLVE
LAY BARE
DIVIDE
CUT UP
THINK THROUGH
REHASH
CONFAB
INSPECT
- Always use a thesaurus and replace elementary words with sophisticated
vocabulary
- One page is the MINIMUM required to make a thorough analysis
- Type is nice, but not a requirement
- This is a personal response analysis, so writing in first-person is ok
- Always organize your ideas into paragraphs with topic sentences
REVIEW of "ANALYZE"
Here are some of the synonymous words and phrases we went over for the word Analyze. Add any new words to your "Analyze Web":
When you analyze, you:
IDENTIFY
SORT OUT
TEST
SCRUTINIZE
FIGURE OUT
EVALUATE
QUESTION
PROBE
ESTIMATE
EXPLORE
X-RAY
BREAK DOWN
INVESTIGATE
CONSIDER
KICK AROUND
BREAK UP
RESOLVE
SEPARATE
STUDY
GET DOWN TO IT
SPELL OUT
HASH OUT
INTERPRET
EXAMINE
DETERMINE
JUDGE
ASSAY
BEAT A DEAD HORSE
CHEW OVER
RESOLVE
DECOMPOSE
DETERMINE
DISINTEGRATE
DISSECT
DISSOLVE
LAY BARE
DIVIDE
CUT UP
THINK THROUGH
REHASH
CONFAB
INSPECT
Thursday, September 10, 2009
9/10/09 Homework
Read and annotate (take notes) pages 21 - 41 of your Greek Mythology Packet (Gods,Creation,and the Earliest Heroes).
Acceptable annotations:
- Your opinion of something you read
- Connections you are making while reading
- Questions that occur to you while reading
- Vocabulary words (defined)
- Summaries of important information
- Rephrasing of confusing information
Annotations are not "underlines" or highlighted text. To properly annotate, you need to write actual notes, in your own writing, directly on the page, next to the parts of the text that moved you to write.
Acceptable annotations:
- Your opinion of something you read
- Connections you are making while reading
- Questions that occur to you while reading
- Vocabulary words (defined)
- Summaries of important information
- Rephrasing of confusing information
Annotations are not "underlines" or highlighted text. To properly annotate, you need to write actual notes, in your own writing, directly on the page, next to the parts of the text that moved you to write.
Wednesday, September 9, 2009
9/9/09 Homework and Syllabus
Welcome to the class blog!!! Today's homework assignment and syllabus is listed below:
First, explore the blog and its features. Then check out our Creative Writer's blog at ewalshcreativewritersvenue.blogspot.com. When you are finished exploring for the night, reread the course syllabus with your parent(s)/guardian(s). Write down any questions that come to mind as you read. Then, with your parent(s)/guardian(s), sign the Declaration of Understanding. Bring this to school tommorow with your notebook and folders so that we can dive into Greek Mythology!
10 E u r o p e a n L i t e r a t u r e
Course Syllabus
Ms. Walsh
I n f o:
ewalsh.english@gmail.com
ewalshenglish10.blogspot.com
(212) 501 - 1235
Room 568
C o u r s e O v e r v i e w
This year in 10th grade English, you will:
Read myths, plays, poems, essays, allegories, satires, diaries, frame stories, biographical information and novels that center around Classical Civilizations and the Ancient World, Medieval Times and Middle English, Renaissance and Humanism, Protestant Reformation, Discovery and Global Exploration, Absolutism, Revolutions (Scientific, Enlightenment, French, Industrial, Russian), World War I, Totalitarianism, World War II, and the Cold War
Study the terms and devices used by writers and poets in their works. By understanding literary elements, you will gain a more thorough understanding of what you are reading.
Track 30 works read this school year, making note of important literary and plot elements
Practice writing in several formats including controlling idea, critical lens, expository, persuasive, letter, personal narrative, satire, allegory, journal, self-reflection, and creative (poems, stories, vignettes, anecdotes, aphorisms)
Master note-taking skills such as paraphrasing, summarizing, brainstorming, annotating, study cards
Develop grammar and spelling skills, expand vocabulary, and experiment with new writing styles. We will work with dictionaries, thesauruses, and style manuals. Taking notes and making study cards will become an important aspect of your progress in these areas.
Learn and practice techniques for public speaking
Recognize social, historical, and cultural features in presentation of literary texts and understand their implications. Make connections between what you read in English and what you study in Global.
Express interpretations and form opinions you can support through specific references to texts.
Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing).
Interact with texts. You will be asked to “become” characters, interview characters, authors, and narrators, read aloud, role-play, beat authors, “back lip” characters, complete stories, change endings, evaluate speakers, use graphic organizers, connect ideas, make predictions, ask questions, and more!
Explore “big ideas” about human behavior and the human condition by analyzing themes focused on:
o Identity
o Individual, Group, and Societal Responsibility
o Truth and Justice
o Ambition, Power, and the Common Good
o Conformity and Nonconformity / Resistance
A b o u t M H S H S ’s E n g l i s h P r o g r a m
Freshman English is devoted to the study of World Literature. Western and European Literature are studied in 10th grade. You will also take a practice SAT (PSAT) in 10th grade. In 11th grade, your English class will focus on American Literature. You will also take a Regents exam that tests the skills and knowledge you learned over the course of 9th, 10th, and 11th grade. You will also take the SAT Reasoning Test, which is a standardized test required for college admission by many colleges and universities in the United States. I mention this test here because, among other topics, this exam will evaluate your critical reading level and written skills. You have plenty of reasons to put care into your work starting from day one!
C l a s s r o o m E x p e c t a t i o n s
I encourage and promote only positive behavior and attitudes. It is important that we show each other mutual respect. You can demonstrate respectful classroom behavior by complying with the following:
Adhere to all school rules, policies, and procedures. Wear your uniform. Use your agenda. Pay attention. Listen and take notes, complete all assignments, make up work when you are absent, study.
Use courtesy in the classroom; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting.
Never plagiarize. Plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another person are your own. It includes copying the work of another, or following the work of another as a guide. See the MHSHS handbook for more information. The Online Writing Lab (website listed below) is also a great resource to help you avoid plagiarism, deliberate or accidental.
Ask for help when you are having trouble understanding a concept, missing an assignment, or earn a low score.
A s s e s s m e n t
Essays and other writing
Tests & Quizzes
Projects & Presentations
Class Participation (class work, note-taking, discussion, group activities, homework, independent reading)
Writing Portfolio
G r a d i n g S y s t e m
MHSHS Grading Scale
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 65-69
F: 64 and below
MHSHS uses an online system called My Grade Book, available at www.mygradebook.com. All of your assignments and grades are posted here as they are scored. Your parents, your advisor, your guidance counselor, and administration also have access to My Grade Book. Check the site regularly and to stay informed about your progress.
Your grade is calculated by a point system. Grades for each marking period are based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points, essays worth sixty points, and tests worth one hundred points.
I will post lists of approved extra credit work and due dates, usually worth 25 points. You are only eligible for extra credit if you have completed all of your assignments on My Grade Book.
A b s e n c e s & L a t e W o r k
Homework is posted on the board each day, and you are responsible for copying the assignment word for word into your agenda. Homework is also posted on the blog each day. Check it if you miss class.
The vocabulary word of the day and a quote of the day is posted on the blog daily
For each day you are absent, you have one day to make up assignments. This includes tests, quizzes, essays, notes, ect. If you are absent, a note is required to allow any late work to receive full credit.
Late homework will be accepted for partial credit up until the test/final essay for that unit of study. Once a test or final essay has been given on the unit, all homework assignments leading up to that test which are missing will become a zero in My Grade Book.
T e x t s & R e s o u r c e s
Literature (novels, poems, essays, stories) for study will be provided
Independent reading books may be borrowed from the classroom library or sought out at bookstores/libraries
School Island
Class Blog (ewalshenglish10.blogspot.com)
Goodreads.com
Mygradebook.com
Freerice.com (vocabulary and grammar practice)
Googlebooks.com
Online Writing Lab(owl.english.purdue.edu)
Collegeboard.com (everything you need to know for the PSAT and SAT)
Nysedregents.org (Archives for Regents Exams in all subjects)
The Elements of Style, William Strunk, Jr. (provided in class but I encourage you to purchase your own)
Vocabulary Workshop, Jerome Shostack (Levels C & D) (packet work provided in class)
Grammar Workbook for the SAT, ACT … and More, George Ehrenhaft (packet work provided in class)
Merriam Webster’s Dictionary (always available for use during class)
Merriam Webster’s Thesaurus (always available for use during class)
R e q u i r e d M a t e r i a l s
3 subject spiral notebook with perforated lines for easy tear out
Two 2 pocket folders
Blue or black pens (work done in pencil or another color will not be accepted)
Post-its (2 x 4)
Index cards
3 ring binder with 10 dividers (for use in May during the Writing Portfolio Workshop / can stay at home until then)
[Note: Some students like to purchase their own copies of books studied in class.. This is encouraged so that you may write notes directly in your books, but it is not a requirement]
A c a d e m i c S u p p o r t
I am available on Tuesdays, Wednesdays, and Thursdays during S.O.S. On these days, you can come to my classroom to ask questions, study, or do your homework for 45-90 minutes. I am also available during Lunch and Learn.
It benefits all of us to keep an open line of communication among parents, teachers, advisors, guidance counselors, and administration here at MHSHS. We all care about your experiences, struggles, and successes! I encourage you to approach me after class in the halls, during lunch, via email, or drop a note in my mailbox. So long as I am free, I am happy to give you my complete and undivided attention.
First, explore the blog and its features. Then check out our Creative Writer's blog at ewalshcreativewritersvenue.blogspot.com. When you are finished exploring for the night, reread the course syllabus with your parent(s)/guardian(s). Write down any questions that come to mind as you read. Then, with your parent(s)/guardian(s), sign the Declaration of Understanding. Bring this to school tommorow with your notebook and folders so that we can dive into Greek Mythology!
10 E u r o p e a n L i t e r a t u r e
Course Syllabus
Ms. Walsh
I n f o:
ewalsh.english@gmail.com
ewalshenglish10.blogspot.com
(212) 501 - 1235
Room 568
C o u r s e O v e r v i e w
This year in 10th grade English, you will:
Read myths, plays, poems, essays, allegories, satires, diaries, frame stories, biographical information and novels that center around Classical Civilizations and the Ancient World, Medieval Times and Middle English, Renaissance and Humanism, Protestant Reformation, Discovery and Global Exploration, Absolutism, Revolutions (Scientific, Enlightenment, French, Industrial, Russian), World War I, Totalitarianism, World War II, and the Cold War
Study the terms and devices used by writers and poets in their works. By understanding literary elements, you will gain a more thorough understanding of what you are reading.
Track 30 works read this school year, making note of important literary and plot elements
Practice writing in several formats including controlling idea, critical lens, expository, persuasive, letter, personal narrative, satire, allegory, journal, self-reflection, and creative (poems, stories, vignettes, anecdotes, aphorisms)
Master note-taking skills such as paraphrasing, summarizing, brainstorming, annotating, study cards
Develop grammar and spelling skills, expand vocabulary, and experiment with new writing styles. We will work with dictionaries, thesauruses, and style manuals. Taking notes and making study cards will become an important aspect of your progress in these areas.
Learn and practice techniques for public speaking
Recognize social, historical, and cultural features in presentation of literary texts and understand their implications. Make connections between what you read in English and what you study in Global.
Express interpretations and form opinions you can support through specific references to texts.
Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing).
Interact with texts. You will be asked to “become” characters, interview characters, authors, and narrators, read aloud, role-play, beat authors, “back lip” characters, complete stories, change endings, evaluate speakers, use graphic organizers, connect ideas, make predictions, ask questions, and more!
Explore “big ideas” about human behavior and the human condition by analyzing themes focused on:
o Identity
o Individual, Group, and Societal Responsibility
o Truth and Justice
o Ambition, Power, and the Common Good
o Conformity and Nonconformity / Resistance
A b o u t M H S H S ’s E n g l i s h P r o g r a m
Freshman English is devoted to the study of World Literature. Western and European Literature are studied in 10th grade. You will also take a practice SAT (PSAT) in 10th grade. In 11th grade, your English class will focus on American Literature. You will also take a Regents exam that tests the skills and knowledge you learned over the course of 9th, 10th, and 11th grade. You will also take the SAT Reasoning Test, which is a standardized test required for college admission by many colleges and universities in the United States. I mention this test here because, among other topics, this exam will evaluate your critical reading level and written skills. You have plenty of reasons to put care into your work starting from day one!
C l a s s r o o m E x p e c t a t i o n s
I encourage and promote only positive behavior and attitudes. It is important that we show each other mutual respect. You can demonstrate respectful classroom behavior by complying with the following:
Adhere to all school rules, policies, and procedures. Wear your uniform. Use your agenda. Pay attention. Listen and take notes, complete all assignments, make up work when you are absent, study.
Use courtesy in the classroom; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting.
Never plagiarize. Plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another person are your own. It includes copying the work of another, or following the work of another as a guide. See the MHSHS handbook for more information. The Online Writing Lab (website listed below) is also a great resource to help you avoid plagiarism, deliberate or accidental.
Ask for help when you are having trouble understanding a concept, missing an assignment, or earn a low score.
A s s e s s m e n t
Essays and other writing
Tests & Quizzes
Projects & Presentations
Class Participation (class work, note-taking, discussion, group activities, homework, independent reading)
Writing Portfolio
G r a d i n g S y s t e m
MHSHS Grading Scale
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 65-69
F: 64 and below
MHSHS uses an online system called My Grade Book, available at www.mygradebook.com. All of your assignments and grades are posted here as they are scored. Your parents, your advisor, your guidance counselor, and administration also have access to My Grade Book. Check the site regularly and to stay informed about your progress.
Your grade is calculated by a point system. Grades for each marking period are based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points, essays worth sixty points, and tests worth one hundred points.
I will post lists of approved extra credit work and due dates, usually worth 25 points. You are only eligible for extra credit if you have completed all of your assignments on My Grade Book.
A b s e n c e s & L a t e W o r k
Homework is posted on the board each day, and you are responsible for copying the assignment word for word into your agenda. Homework is also posted on the blog each day. Check it if you miss class.
The vocabulary word of the day and a quote of the day is posted on the blog daily
For each day you are absent, you have one day to make up assignments. This includes tests, quizzes, essays, notes, ect. If you are absent, a note is required to allow any late work to receive full credit.
Late homework will be accepted for partial credit up until the test/final essay for that unit of study. Once a test or final essay has been given on the unit, all homework assignments leading up to that test which are missing will become a zero in My Grade Book.
T e x t s & R e s o u r c e s
Literature (novels, poems, essays, stories) for study will be provided
Independent reading books may be borrowed from the classroom library or sought out at bookstores/libraries
School Island
Class Blog (ewalshenglish10.blogspot.com)
Goodreads.com
Mygradebook.com
Freerice.com (vocabulary and grammar practice)
Googlebooks.com
Online Writing Lab(owl.english.purdue.edu)
Collegeboard.com (everything you need to know for the PSAT and SAT)
Nysedregents.org (Archives for Regents Exams in all subjects)
The Elements of Style, William Strunk, Jr. (provided in class but I encourage you to purchase your own)
Vocabulary Workshop, Jerome Shostack (Levels C & D) (packet work provided in class)
Grammar Workbook for the SAT, ACT … and More, George Ehrenhaft (packet work provided in class)
Merriam Webster’s Dictionary (always available for use during class)
Merriam Webster’s Thesaurus (always available for use during class)
R e q u i r e d M a t e r i a l s
3 subject spiral notebook with perforated lines for easy tear out
Two 2 pocket folders
Blue or black pens (work done in pencil or another color will not be accepted)
Post-its (2 x 4)
Index cards
3 ring binder with 10 dividers (for use in May during the Writing Portfolio Workshop / can stay at home until then)
[Note: Some students like to purchase their own copies of books studied in class.. This is encouraged so that you may write notes directly in your books, but it is not a requirement]
A c a d e m i c S u p p o r t
I am available on Tuesdays, Wednesdays, and Thursdays during S.O.S. On these days, you can come to my classroom to ask questions, study, or do your homework for 45-90 minutes. I am also available during Lunch and Learn.
It benefits all of us to keep an open line of communication among parents, teachers, advisors, guidance counselors, and administration here at MHSHS. We all care about your experiences, struggles, and successes! I encourage you to approach me after class in the halls, during lunch, via email, or drop a note in my mailbox. So long as I am free, I am happy to give you my complete and undivided attention.
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